Teaming for a Successful Administration of Smarter Balanced Summative ELA/Literacy and Mathematics Assessments Each paddler in the canoe has a significant role in the success of the voyage. Presenters Patricia Ishimaru and Kua‘ana Lewis, Assessment Section 1
Transcript
Slide 1
Each paddler in the canoe has a significant role in the success
of the voyage. Presenters Patricia Ishimaru and Kuaana Lewis,
Assessment Section 1
Slide 2
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments Canoe Paddlers
RolesSchool Team Members 1st Paddler: Keeps focused on the front of
the canoe and is responsible for setting the pace 2nd Paddler:
Calls out changes to the paddling sides 3rd and 4th Paddlers:
Powerhouse paddlers who are the strongest members of the team 5th
Paddler: Supports the 1st through 4 th paddlers and provides extra
strength when a moment of weakness may occur 6th Paddler:
Steersperson who is the overall captain and is responsible for
keeping the canoe on course toward its destination and to provide
the necessary encouragement and support for the team Alternate
Paddlers: Support other paddlers who may need assistance Test
Coordinator Curriculum Coordinator Test Administrators Technology
and Student Services Coordinators Principal or Vice Principal Other
school colleagues, Assessment Section staff, and American
Institutes for Research (AIR) Help Desk Staff 2
Slide 3
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments Good News for
Public and Public Charter Schools! Students, test administrators,
test coordinators, and technology coordinators will use the same
online systems that were provided for the Hawaii State Reading,
Mathematic, and Science Assessments during the past four years for
the spring 2015 Smarter Balanced ELA/Literacy and Mathematics
Assessments with a few upgrades. This means that most of the
language and administration procedures used for the Smarter
Balanced practice tests, training tests, interim assessments, and
summative assessments will be familiar to previous users. New users
will be able to consult with other staff members at their schools
who are knowledgeable about the online systems while they are
learning how each system operates. 3
Slide 4
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments Test
Administration Manual Pages 6-7 provide Table 1: User Roles in the
Online Testing System and descriptions of their key
responsibilities. Principal Test Coordinator (TC) Test
Administrator (TA) Teacher (TE) Checklists for the first three role
groups are provided in Appendices J, K, and L on pages 73, 76, and
81. Use of these checklists is a school decision. The Assessment
Section staff is currently updating the links to documents and
websites for some customized Hawaii activities that we inserted in
the Smarter Balanced Principals, Test Coordinators, and Test
Administrators checklists during fall 2014 and also in the
Technology Coordinators, Curriculum Coordinators, and Student
Services Coordinators checklists that we created for these three
role groups. We will post these customized Hawaii checklists for
the six role groups on the Smarter Balanced Resources page at
alohahsap.org by Friday, January 23, 2015. Use of these customized
Hawaii checklists is a school decision. 4
Slide 5
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments Pages 7-8
provide Table 2: Personnel Who May Serve as Test Administrators and
the related requirements. General Education Teacher Special
Education Teacher School Counselor Instructor in content areas
where there is a shortage Long-term substitute teacher Identified
public charter school employees Test Coordinator 5
Slide 6
Page 8: Important Online Training Materials for Test
Administrators Test Administration Manual Usability, Accessibility,
and Accommodations Guidelines Test Administrator User Guide Guide
to Navigating Online HSAP Administrations (revised title)
Associated Training Modules Complete Online TA Certification Course
The first four online training materials listed above can be
accessed on the Smarter Balanced Resources page at alohahsap.org.
The Online TA Certification Course can be accessed at the same
website by clicking on the Training Sites icon on the Test
Coordinators/Administrators page. 6 Teaming for a Successful
Administration of Smarter Balanced Summative ELA/Literacy and
Mathematics Assessments
Slide 7
Pages 9 - 10 provide Table 3: Additional Resources for the
Summative Assessments with descriptions. TIDE User Guide Braille
Requirements and Testing Manual Secure Browser Installation Manual
Technical Specifications Manual for Online Testing Test
Administrator User Guide Guide to Navigating Online HSAP
Administrations (revised title) Online Reporting System User Guide
Usability, Accesssibility, and Accommodations Guidelines 7
Slide 8
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments Pages 10 11
provide Table 4: Training Modules and Online TA Certification
Course for Different Student Role Groups Online TA Certification
Course (TA, TC) Accessibility and Accommodations Module (TA, TE,
TC) Embedded Universal Tools and Online Features Module (Students,
TA, TE) Performance Task Oveview Module (TC, TA TE) Test
Administration Overview Module (TC, TA, TE) Student Interface for
Online Testing Module (Students, TC, TA) Technology Requirements
for Online Testing Module (Tech Coordinator) Test Administrator
(TA) Interface for Online Testing Module (TC, TA) TIDE (Test
Information Distribution Engine) Module (TC, TA) Online Reporting
System Module (TC, TA, TE) What Is a CAT (Computer Adaptive Test)?
Students, TC, TA) 8
Slide 9
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments Pages 22 31:
General Test Administration Information Page 22: Assessment
Participation All students enrolled in grades 38 and 11 are
required to participate in the ELA/Literacy and Mathematics
Assessments except: Students with the most significant cognitive
disabilities who meet the criteria for the state-developed
ELA/Literacy and Mathematics Alternate Assessments based on
alternate achievement standards (approximately one percent or fewer
of the student population). The Hawaii Department of Education's
participation rule for the ELA/Literacy Assessment will be provided
before the opening of the grades 3-8 testing window on March 10,
2015 for ELL program students who enrolled in a U.S. school for the
first time within the last twelve months prior to the beginning of
testing in that school or another school. All ELL program students
are required to take the Mathematics Assessment. 9
Slide 10
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments Page 22:
Attemptedness Rules for Participation These rules will be provided
before the opening of the grades 3-8 testing window on March 10,
2015. Page 23: General Rules of Online Testing This section
provides a brief overview of the general test administration rules
for different portions of each content area assessment as well as
information about test tools and accommodations. For more
information, refer to the Test Administrator User Guide Guide to
Navigating Online HSAP Administrations (revised title) located at
alohahsap.org on the Smarter Balanced Resources page. 10
Slide 11
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments Page 23: Basic
Online Testing Parameters Computer Adaptive Test (CAT) and
Performance Task (PT) will be presented as separate tests. Students
may not return to a test once it has been completed and submitted.
Within each test there may be segments. For example, the grades 6 -
8 and 11 Mathematics CAT test includes a segment with an embedded
calculator available and another segment where the embedded
calculator is not allowed. A student may not return to a segment
once it has been completed and submitted. Students must enter an
answer for all items on a page before going to the next page. Some
pages contain multiple items. Students may need to use the vertical
scroll bar to view all items on a page. Students may mark items for
review and use the Past/Marked Questions drop- down list to return
to those items within a segment. 11
Slide 12
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments 5 Minutes for
Questions and Answers What questions do you have regarding the
information we have just reviewed on selected pages in the Smarter
Balanced Test Administration Manual? If we do not have time to
answer all of the questions during this 5 minute time frame, you
may submit additional questions to Patricia Ishimaru via the
Departments Lotus Notes email system or patricia_ishimaru
@notes.k12.hi.us for non-Lotus Notes users. 12
Slide 13
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments Page 23: Pause
Rules During the Computer Adaptive Test (CAT) portion of the test:
If a test is paused for more than twenty minutes the student is:
Required to log back in to the student interface; Presented with
the page containing the item(s) he or she was working on when the
test was paused (if the page contains at least one unanswered item)
OR with the next page (if all items on the previous page were
answered); and NOT permitted to review or change any previously
answered items, even if they are marked for review (with the
exception of items on a page that contains at least one item that
was not answered yet). 13
Slide 14
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments Page 23: CAT
Pause Rules (Continued) Any highlighted text and notes on the
digital notepad which is an embedded universal tool will not be
saved when a test is paused regardless of how long the test is
paused. In the event of a technical issue (e.g., power outage or
network failure), students will be logged out and the test will
automatically be paused. The students will need to log in again
upon resuming the test. See Appendix E: CAT Pause Rules Scenarios
to review the rules that govern pausing during the test. 14
Slide 15
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments Pages 23-24:
Performance Task (PT) Pause Rules There are no pause restrictions.
If a test is paused for twenty minutes or more, the student can
return to the section and continue entering his or her responses.
Any highlighted text and notes on the digital notepad which is an
embedded universal tool will not be saved when a test is paused
regardless of how long the assessment is paused. In the event of a
technical issue (e.g., power outage or network failure), students
will be logged out and the test will automatically be paused. The
students will need to log in again upon resuming the test. 15
Slide 16
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments Page 24: Test
expiration Computer Adaptive Test (CAT) A students CAT remains
active until the student completes and submits the test or
forty-five calendar days after the student has begun the test,
whichever occurs sooner. However, it is recommended that students
complete the CAT items portion of the test within five days of
starting the designated content area. Performance Task (PT) The PT
is a separate test that remains active only for ten calendar days
after the student has begun the PT. However, Smarter Balanced
recommended that students complete the PT within three days of
starting it in each content area. A summary of recommendations for
the number of sessions and session durations is provided in section
7.3 Testing Time and Recommended Order of Administration. 16
Slide 17
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments Page 25: Smarter
Balanced Summative Assessment Testing Windows Grades 38 Testing
shall not begin until at least sixty-six percent (66%) of a schools
annual instructional days have been completed, and Testing may
continue up to and including the last day of school. Grades 3-8:
March 10, 2015 - June 3, 2015 (10 weeks) Grade 11 Testing shall not
begin until at least eighty percent (80%) of a schools annual
instructional days have been completed, and Testing may continue up
to and including the last day of school. Grade 11: April 13, 2015
June 3, 2015 (7 weeks) 17
Slide 18
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments The information
provided below is posted on the Smarter Balanced Resources page in
the General Information section at alohahsap.org and is not
included in this Test Administration Manual A Parent Information
Booklet (PIB) will be available in English and in 14 languages
during mid-February 2015 on the Smarter Balanced Resources page.
The PIB will include information for the grades 3-8 and 11 Smarter
Balanced ELA/Literacy and Mathematics Assessments and the grades 4
and 8 Hawaii State Science Assessments. Printed copies of one
English PIB per student and one translated PIB for identified ELL
students whose parents have indicated their home language is a
language other than English will be shipped to each school during
late February or early March 2015. Parent Letters will be available
in English and 14 languages for 12 student populations on the
Smarter Balanced Resources page in February 2015. The Parent
Letters will include information for the grades 3-8 and 11 Smarter
Balanced ELA/Literacy and Mathematics Assessments and the grades 4
and 8 Hawaii State Science Assessments. 18
Slide 19
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments Pages 25 26
Table 9: Estimated Testing Times for Smarter Balanced Assessments
Classroom Activities are designed to fit into a thirty-minute
window; however, the time within the window will vary due to the
complexity of the topic and individual student needs. When
developing a testing schedule, use the estimated testing times to
calculate the number of days and the amount of time it will take to
complete an assessment in each content area and grade level. The
number of available computers and TAs also needs to be considered.
These estimates do not account for any time needed to start
computers, load secure browsers, and log in students. Nor do they
account for breaks. TAs should work with TCs to determine precise
testing schedules. Recommended order of online administration The
assessments are comprised of two components (tests) for ELA and
mathematics: a CAT and a PT. All PTs must be preceded by the
administration of a Classroom Activity. Smarter Balanced recommends
that students take the CAT and PT items on separate days. For each
content area, Smarter Balanced also recommends that students begin
with the CAT items, followed by the Classroom Activity, and then
the PT. Schools may opt to administer in a different order if
needed; however, the Classroom Activity, which is designed to
introduce the PT, must occur prior to the PT. 19
Slide 20
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments Page 27:
Classroom Activity The purpose of the Classroom Activity is to
introduce students to the context of a performance task so they are
not disadvantaged in demonstrating the skills the task intends to
assess. Classroom Activities do not address content information;
instead, they focus on vocabulary and key contextual topics. The
Classroom Activity is designed to be an introduction and not an
assessment. The Classroom Activity is non-secure; however, it
should not be supplemented with any other content that the teacher
may think is helpful. Supplementing the Classroom Activity may
detract from the intended purpose of the Classroom Activity and is
not advised. 20
Slide 21
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments Page 28:
Duration and timing information for ELA/Literacy and Mathematics
The scheduling/rules for the CAT, Classroom Activity, and PT
components are included in Table 10 on page 28 and Table 11 on page
29. Note that the duration, timing, break/pause rules, and session
recommendations vary for each content area and component. Page 30:
Important reminders The number of items will vary on the CAT
portion of each students test. The tests are not timed, so all time
estimates are approximate. Students should be allowed extra time if
they need it, but test administrators need to use their best
professional judgment when allowing students extra time. Students
should be actively engaged in responding productively to test
questions. The test can be spread out over multiple days as needed.
The Classroom Activity must be completed prior to administration of
the PT. Inadvertently administering the PT before the Classroom
Activity is considered a testing irregularity. 21
Slide 22
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments Page 34:
Establishing Appropriate Testing Conditions Test Coordinators (TCs)
and Test Administrators (TAs) will need to work together to
determine the most appropriate testing option(s) and testing
environment based on the number of computers available, the number
of students in each tested grade, and the estimated time needed to
complete each test. Testing students in classroom-sized groups is
preferable. Establishing classroom-sized groups reduces test fear
and anxiety for the students and facilitates monitoring and control
for the TA. 22
Slide 23
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments Page 34:
Establishing Appropriate Testing Conditions (Continued) Establish
procedures to maintain a quiet testing environment throughout the
test session, recognizing that some students will finish more
quickly than others. If students are allowed to leave the testing
room when they finish, explain the procedures for leaving without
disrupting others and where they are expected to report once they
leave. If students are expected to remain in the testing room until
the end of the session, instruct them on what quiet activities they
may engage in after they finish the test that may not include use
of their computers to access online instructional programs. 23
Slide 24
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments Page 34:
Establishing Appropriate Testing Conditions (Continued) Test
Coordinators (TCs) and Test Administrators (TAs) will need to work
together to determine the most appropriate testing option(s) and
testing environment based on the number of computers available, the
number of students in each tested grade, and the estimated time
needed to complete each test. Testing students in classroom-sized
groups is preferable. Establishing classroom-sized groups reduces
test fear and anxiety for the students and facilitates monitoring
and control for the TA. 24
Slide 25
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments Page 34:
Establishing Appropriate Testing Conditions (Continued) During test
administration, students may have access to and use of additional
required resources listed in Table 13 specific to each assessment
and content area. ELA Headphones for Listening portion and
text-to-speech Scratch paper Mathematics Online calculator for
grades 6-8 and 11 only - Grade 6: four function - Grades 7-8:
scientific - Grade 11: scientific/graphing/regression Scratch Paper
Graph Paper 25
Slide 26
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments Page 37: Day of
Test Administration Use the following information and script to
assist students with the login procedures. Please refer to the Test
Administrator User Guide Guide to Navigating Online HSAP
Administrations (revised title) to become familiar with the Online
Testing System. RECOMMENDATION: Consider printing this section
(pages 37-45) to be used on the day of testing for both the
computer adaptive test (CAT) and performance task (PT) portions of
each content area test because the script (directions) that TAs
must read to students are included. 26
Slide 27
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments Page 37: Day of
Test Administration (Continued) To ensure that all students are
tested under the same conditions, the TA should adhere strictly to
the script for administering the test. These instructions can be
found in the boxes in bold. When asked, the TA should answer
questions raised by students but should never help the class or
individual students with specific test items. No test items can be
read to any student for any content area, unless specified as an
accommodation as listed in the Usability, Accessibility, and
Accommodations Guidelines. Please remember that the script must be
followed exactly and used each time a test is administered. If the
class is resuming a test and the TA is sure that all students are
able to log in without hearing the login directions again, the TA
may skip the italicized portions of the directions. 27
Slide 28
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments Page 48 51
APPENDIX A: FREQUENTLY USED TERMS Table 14 defines terms that are
specific to the Smarter Balanced assessments. Page 52-56 APPENDIX
B: ITEM TYPES Item and response types As students engage with the
Smarter Balanced assessments, they will be asked test questions
that require them to respond in several ways, some of which may be
new to students. Smarter Balanced has produced several resources
that teachers and students can use to get ready for the test,
including a Practice Test and a Training Test. It is highly
recommended that ALL students access the Training Test site before
taking the test. Doing so will provide students an opportunity to
view and practice each of the item types. 28
Slide 29
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments 5 Minutes for
Questions and Answers What questions do you have regarding the
information we have just reviewed on selected pages in the Smarter
Balanced Test Administration Manual? If we do not have time to
answer all of the questions during this 5 minute time frame, you
may submit additional questions to Patricia Ishimaru via the
Departments Lotus Notes email system or patricia_ishimaru
@notes.k12.hi.us for non-Lotus Notes users. 29
Slide 30
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments Page 13:
ENSURING TEST SECURITY All summative test items and test materials
are secure and must be appropriately handled. Secure handling
protects the integrity, validity, and confidentiality of assessment
items, prompts, and student information. Any deviation in test
administration must be reported as a test security incident to
ensure the validity of the assessment results. 30
Slide 31
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments Pages 13-14:
Security of the Test Environment Table 6 describes security
requirements for the test environment before, during, and after
testing. The test environment refers to all aspects of the testing
situation while students are testing and includes what a student
can see, hear, or access (including access via technology). [Note:
The Classroom Activities are not secure materials.] TAs and TCs or
other individuals who have witnessed, been informed of, or suspect
the possibility of a test security incident that could potentially
affect the integrity of the assessments or the data should follow
the steps outlined in section Responding to Testing Improprieties,
Irregularities, and Breaches in this manual on pages 16-20. 31
Slide 32
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments Page 16:
Definitions for Test Security Incidents Impropriety (Low Severity)
An unusual circumstance that has a low impact on the individual or
group of students who are testing and has a low risk of potentially
affecting student performance on the test, test security, or test
validity. These circumstances can be corrected and contained at the
state level and do not need to be reported to the Consortium. Page
62: Examples Student(s) making distracting gestures/sounds or
talking during the test session that creates a disruption in the
test session for other students. Student(s) leave the test room
without authorization. Administrator or Coordinator leaving related
instructional materials on the walls in the testing room. 32
Slide 33
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments Page 16:
Definitions for Test Security Incidents (Continued) Irregularity
(Medium Severity) An unusual circumstance that impacts an
individual or group of students who are testing and may potentially
affect student performance on the test, test security, or test
validity. These circumstances can be corrected and contained at the
state level and do not need to be reported to the Consortium. Page
62: Examples Student(s) cheating or providing answers to each
other, including passing notes, giving help to other students
during testing, or using hand-held electronic devices to exchange
information. Student(s) accessing the Internet or any unauthorized
software or applications during a testing event. Student(s)
accessing or using unauthorized electronic equipment (e.g., cell
phones, PDAs, iPods, or electronic translators) during testing.
33
Slide 34
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments Page 16:
Definitions for Test Security Incidents (Continued) Breach (High
Severity) An event that poses a threat to the validity of the test.
Examples may include such situations as a release of secure
materials or a security/system risk. These circumstances have
external implications for the Consortium and may result in a
Consortium decision to remove the test item(s) from the available
secure bank. Page 62: Examples Administrator or Coordinator
modifying student responses or records at any time. Adult or
student posting items or test materials on social media (Twitter,
Facebook, etc.). Adult or student copying, discussing, or otherwise
retaining test items, reading passages, writing prompts, or answers
for any reason. This includes the use of photocopiers or digital,
electronic, or manual devices to record or communicate a test item.
34
Slide 35
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments Lets check our
understanding of the new Smarter Balanced test security
requirements. What is the severity level of actual testing
incidents that occurred in some of our schools during the last two
school years? Impropriety (Low Severity) Irregularity (Medium
Severity) Breach (High Severity) 35
Slide 36
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments A test
administrator helped Special Education students by pointing to the
correct answers on their computer screens. Severity Level?
_________________________________ The teachers decided to post
instructional strategies charts in each of their testing rooms on
the morning of a test session and instruct students to use the
strategies while answering questions. Severity Level?
_________________________________ A test administrator directed
some students to sit next to smarter students and discuss answers
to online questions before selecting responses. Severity Level?
_________________________________ A teacher used her own money to
pay each student $5 if he/she passed the test. Severity Level?
_________________________________ 36
Slide 37
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments A student was
singing loudly during a test session about how dumb the test was
and would not stop singing when told to do so three times. Severity
Level? _________________________________ A student used a camera
phone to take screen shots of questions in a paper/pencil test
booklet and posted them on Instagram. The students friends at other
schools saw the questions when they were at school or at home and
informed their teachers or parents. The principals at the schools
of the students friends were informed. Severity Level?
_________________________________ Three students who were friends
used sign language in the testing room to give each other answers
to different questions that were displayed on each student's
computer screen. By leaning far to the right or left in the
computer lab, they could see the questions on each others' screens.
They kept their hands in their laps while forming the letter A, B,
C, or D to indicate the answer to multiple-choice questions.
Severity Level? _________________________________ 37
Slide 38
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments A February 28,
2014 Department of Education Memo titled Consequences for Students
and School Staff Who Use Electronic Devices to Breach the Security
of Any Test Item Included in a Statewide Student Assessments is
still in effect for 2014-15. Due to the importance of test security
for all of the statewide assessments, any school that has a student
or staff member who uses an electronic device which results in the
breach of a test item will be subject to the following
actions/consequences: 1.The involved students incomplete test or
complete test that has been scored will be invalidated by the
Department of Educations Student Assessment Section. 2.The school
administration will be responsible for determining the consequences
for the involved student per the Hawaii Administrative Rules, Title
8, Chapter 19 and/or the consequences for the involved certificated
or classified staff member per the Office of Human Resources
procedures. 3.The school administration and test coordinator must
retrain the staff regarding the test security requirements for all
statewide assessments during a face-to-face meeting. 4.The test
administrator who was conducting the test session when an
electronic device was used by one or more students or a staff
member will be required to retake the Test Administrator
Certification Course in order to administer any additional
assessments to students. 38
Slide 39
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments List of
Consequences Included in the February 28, 2014 Memo Continued 5.The
school will be required to have a second adult present in the
testing room with the test administrator who was conducting the
test session when the electronic device was used to breach the
security of one or more test items during each subsequent test
session for the remainder of the current school year. 6.The school
will be required to pay for the cost of each test item that was
posted on a social networking site which required its removal from
the current online, adaptive item bank. 7.The school must submit
its detailed testing schedule that includes the date, time, and
student seating chart for each test session for all statewide
assessments administered during the remainder of the current school
year and the next school year. 8.Unannounced site monitoring by the
Complex Area Superintendents identified staff and the Systems
Accountability Offices staff as determined by Superintendent
Matayoshi may extend beyond one school year. 39
Slide 40
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments 5 Minutes for
Questions and Answers What questions do you have regarding the
information we have just reviewed on selected pages in the Smarter
Balanced Test Administration Manual? If we do not have time to
answer all of the questions during this 5 minute time frame, you
may submit additional questions to Patricia Ishimaru via the
Departments Lotus Notes email system or patricia_ishimaru
@notes.k12.hi.us for non-Lotus Notes users. 40
Slide 41
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments Who can assist
me when I have questions throughout the school year? Questions
regarding test administration and security procedures Patricia
Ishimaru, Assessment Section (808) 733-4100 Lotus Notes: Patricia
Ishimaru Other Users: [email protected] Questions
regarding the use of online testing systems Hawaii Statewide
Assessment Program (HSAP) Help Desk 1-866-648-3712 (Monday Friday,
7:30 a.m. 4:00 p.m. HST) [email protected] 41
Slide 42
Teaming for a Successful Administration of Smarter Balanced
Summative ELA/Literacy and Mathematics Assessments 42 When we value
each other and work together in harmony and unity, any task,
whether big or small, becomes easier and more successful and makes
the voyage so much more enjoyable and purposeful. WE DO OUR BEST
FOR THE SUCCESS OF OUR STUDENTS AND THEIR FAMILIES!